Pretend play and big ideas
Students step into make-believe and try on characters from stories they know. They use their own lives and feelings to spark ideas for who to be and what to act out.
What does a student learn in
This is the year pretending becomes acting on purpose. Students step into characters, make up little stories, and try out voices and movements to show how someone feels. They watch classmates perform and talk about what they noticed and liked. By spring, students can act out a short scene with a clear character and share what a story made them think or feel.
- Pretend play
- Acting out stories
- Character and feelings
- Watching a performance
- Sharing ideas
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Building scenes together
Students turn their ideas into short scenes with classmates. They practice taking turns, listening, and adding what happens next so a simple story has a beginning, middle, and end.
- 3
Voice, body, and face
Students try out different voices, movements, and expressions to show feelings like happy, sad, scared, or surprised. They practice being heard and seen so an audience knows what is happening.
- 4
Sharing and watching theatre
Students perform short pieces for classmates and watch others perform. They talk about what they noticed, what the story meant, and what they liked, using kind and honest words.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students use things they already know and moments from their own life to make choices in drama play, like acting out a familiar story or a scene from home.
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Relate artistic ideas and works with societal, cultural
Students look at a short play or puppet show and talk about where the story comes from, such as a family tradition or a holiday they recognize. Connecting a performance to real life helps the story make sense.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they already know and moments from their own life to make choices in drama play, like acting out a familiar story or a scene from home. | TH:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at a short play or puppet show and talk about where the story comes from, such as a family tradition or a holiday they recognize. Connecting a performance to real life helps the story make sense. | TH:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for make-believe characters and simple stories to act out. This is the first step in creating a short play or scene.
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Organize and develop artistic ideas and work
Students pick an idea for a pretend story or character and decide how to act it out. They practice and adjust until the play feels right.
-
Refine and complete artistic work
Students revisit a short scene or character choice and make it better before sharing it with others.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for make-believe characters and simple stories to act out. This is the first step in creating a short play or scene. | TH:Cr1.k |
| Organize and develop artistic ideas and work | Students pick an idea for a pretend story or character and decide how to act it out. They practice and adjust until the play feels right. | TH:Cr2.k |
| Refine and complete artistic work | Students revisit a short scene or character choice and make it better before sharing it with others. | TH:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a character or scene to act out and practice showing it to others.
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Develop and refine artistic techniques and work for presentation
Students practice a scene or short performance more than once, making small adjustments each time so it looks and sounds better when shared with an audience.
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Convey meaning through the presentation of artistic work
Students act out a character or story so the audience understands what is happening. The performance itself carries the idea, not just the words.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a character or scene to act out and practice showing it to others. | TH:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a scene or short performance more than once, making small adjustments each time so it looks and sounds better when shared with an audience. | TH:Pr5.k |
| Convey meaning through the presentation of artistic work | Students act out a character or story so the audience understands what is happening. The performance itself carries the idea, not just the words. | TH:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students watch a short performance and talk about what they noticed, a character's face, a costume, a sound. It's early practice in paying close attention to what's happening on stage.
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Interpret intent and meaning in artistic work
Students look at a short play or puppet show and say what they think the story means or how it makes them feel.
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Apply criteria to evaluate artistic work
Students look at a short play or performance and share what they liked and why. They start forming opinions about what makes a story or character work onstage.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a short performance and talk about what they noticed, a character's face, a costume, a sound. It's early practice in paying close attention to what's happening on stage. | TH:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and say what they think the story means or how it makes them feel. | TH:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a short play or performance and share what they liked and why. They start forming opinions about what makes a story or character work onstage. | TH:Re9.k |
Common Questions
What does theatre look like in kindergarten?
Theatre at this age is mostly pretend play with a purpose. Students act out stories, become characters, use their voice and body to show feelings, and watch each other perform. It looks more like dramatic play than a stage production.
How can I support theatre learning at home?
Act out favorite picture books together. Take turns being different characters and try changing your voice for each one. Ask questions like how does this character feel and how can you show that with your face or hands.
Does my child need to memorize lines or perform on a stage?
No. Five-year-olds are learning to pretend with intention, not to memorize scripts. The goal is comfort with making choices as a character and sharing those choices with a small group.
How should I sequence theatre across the year?
Start with imitation and simple pretend play, then move into acting out familiar stories as a class. By spring, students can make small choices about a character and perform short scenes for classmates. Build responding skills alongside performing from day one.
Which skills usually need the most reteaching?
Watching a peer perform without interrupting and giving a kind, specific comment about what they noticed. Talking about a performance is harder than doing one at this age, so plan short responding routines after most activities.
What does mastery look like by the end of the year?
Students can take on a character from a story, show feelings with face and voice, and act out a short scene with classmates. They can also describe what they saw a peer do and say one thing they liked about it.
How can I help my child if they feel shy about acting?
Start with puppets or stuffed animals so the character does the talking, not the student. Pretend play in the car or at bedtime also counts. Confidence builds when there is no audience and no right answer.
How does theatre connect to what students learn in reading?
Acting out a story helps students understand characters, feelings, and what happens first, next, and last. After reading a picture book, ask students to show a scene with their bodies. Comprehension grows when the story moves off the page.